The significance of instructional leaders in promoting inclusive education strategies to enhance learners’ performance
Résumé
South Africa's commitment to equitable education necessitates the adoption of inclusive practices that address the diverse needs of learners. Instructional leaders, including principals, deputy principals, and department heads, play a crucial role in integrating inclusive education strategies into school curricula and in implementing inclusive practices to enhance learner performance. The study examines how instructional leaders foster inclusive educational environments that promote academic success for all learners. The research employs a qualitative methodology to adopt the transformative leadership theory, emphasising equity, social justice, and systemic transformation. A multiple-case study design facilitated an in-depth understanding of leadership practices across varied school contexts. Data collection methods encompass semi-structured interviews. The research selected instructional leaders from primary and secondary schools in Limpopo Province. Anticipated findings suggest that leaders who demonstrate collaborative, visionary, and supportive leadership styles are more effective in promoting inclusive education strategies, thereby enhancing learner engagement and performance. However, limited resources, inadequate professional development, and resistance to change may hinder the successful adoption of inclusive practices. The study will recommend forming collaborative learning communities and strategically allocating resources to bolster inclusive education initiatives. The instructional leaders' capabilities enable schools to create more inclusive environments that cater to the diverse needs of all learners.
Citer ce document
Accès au document
Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter
Voir l'article sur le site de la revueStatistiques
Consultations : 1
Téléchargements : 0